Permalink : http://hdl.handle.net/2115/84347

JaLCDOI : 10.14943/J.HighEdu.29.25

The present study investigated how the relationship between a critical thinking attitude and perceived cooperation was different in face-to-face learning and distance learning. Through cross-delay modeling, we examined the direction of causal relations between a critical thinking attitude and perceived cooperation in a first-year project-based learning(PBL) course. In distance learning the phase of input was conducted in an on-demand learning setting, and the phases of cooperation for project construction and output were performed through a face-to-face setting, whereas in face-to-face learning all phases of input, cooperation for project construction and output were performed through face-to-face settings. There were 209 final survey samples for the face-to-face learning setting and 127 for the distance learning setting. The findings revealed that the path from a positive attitude on critical thinking to perceived cooperation was positively significant in the distance learning setting, but not significant in the face-to-face setting. The path from perceived cooperation to a negative attitude on critical thinking was not significant in the distance learning setting whereas it was negatively significant in the face-to-face settings. The results suggested that positive circulation between a critical thinking attitude and perceived cooperation was realized in the distance learning setting but not in the face-to-face learning setting.